Family partnerships should be a central component of teacher preparation. Although research provides family engagement strategies, little research offers teacher educators guidance from the perspectives of families themselves. The purpose of this convergent mixed-method study was to begin to fill the void in the literature by investigating family…

Modern classrooms are increasingly diverse. Students vary in their academic abilities, personal interests, cultural and linguistic backgrounds, and previous experiences (Allen et al., 2013). To meet the varied needs of students, educators must adapt their instruction so all are able to find success. Modifying lesson plans and changing instruction…

This convergent parallel mixed-methods pilot study explored the collaboration of preservice teachers (PSTs) in a university reading clinic. PSTs from a reading course and special education course were paired and shared responsibility for tutoring one child. Tutor surveys and focus group interview transcripts were used as data sources. Topics…

Researchers have demonstrated that tutoring is an effective instructional model that relies upon the relationships among the tutor, the tutee, and the curriculum and not merely instructional skills or strategies. In our microethnographic case study, we investigated interactional patterns of two tutors who were pre-service literacy teachers working…

Teacher educators simultaneously support and develop pre-service and in-service teachers. Using a situated approach, this qualitative study explored the coaching styles of graduate students who served as coaches to pre-service teachers tutoring in a university reading clinic. The study analyzed written reflections and faculty member observations.…

Mentoring for early career teachers is well-documented. Less research exists on formal mentoring for pre-service teachers, but early attrition rates are so alarming that we cannot afford to lose any time in preparing novices for the challenges they will face. This research explored mentoring support provided to pre-service, or novice, teachers in…

This study uses activity theory to examine collaboration between graduate students (in-service teachers) serving as literacy coaches and undergraduate students (pre-service teachers) functioning as tutors in a university reading clinic. The participants tutored students in grades first through sixth for seven weeks. The purpose of the study was to…

This qualitative study explores preservice teachers' experiences in a service-learning literacy tutoring program offered at a university with children in grades one through eight. This study examines briefly the history of literacy centers and service-learning, the specific instructional tutoring methods employed by preservice teachers connected…